高一英语必修四课件

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高一英语必修四课件

　　课件有利于情境创设,更好地激发学生的学习兴趣，情景再现,引领学生去感悟文本，下文提供了高一英语必修四的教学课件，欢迎大家借鉴！

高一英语必修四课件

　　Ｉ．单元教学目标

　　技能目标 Skill Goals

　　Talk about body language: cultural differences and intercultural communication

　　Practise talking about prohibition & warning as well as obligation

　　Learn to use the -ing form as the Attribute &Adverbial

　　Learn to write a diary that showing the observation of how body language helps in communication

　　II．目标语言

　　功能句式 Talk about body language

　　What is the purpose of language?

　　What do you think “body language” means?

　　How can you tell if someone is sad or happy even if they do not speak?

　　How can you communicate a feeling to someone who does not speak your language?

　　Why do we need to study body language?

　　Talk about cultural differences & intercultural communication

　　What do British people often do when they meet strangers?

　　What do French people often do when they meet people they know?

　　Why should we be careful about our own body language?

　　Why is it important to watch others as well as listen to them?

　　词汇

　　1．四会词汇

　　Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad

　　2．认读词汇

　　unspoken,, Jordan

　　3．词组

　　be likely to, in general, not all, turn one’s back to, lose face

　　语法 4．重点词汇

　　represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action

　　The -ing form as the attribute && adverbial

　　Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.

　　1. The -ing form as the attribute

　　They are visitors coming from several other countries, ...

　　His nose touches Mr. Cook’s moving hand, ...

　　This is an exciting experience for you, ...

　　2. The -ing form as the adverbial

　　... so you stand watching and listening.

　　Four people enter looking around in a curious way.

　　You see her step back appearing surprised, and take a few steps away from Mr. Garcia.

　　The visitor from Japan comes in smiling at the same time as George Cook from Canada.

　　Ⅲ．教材分析和教材重组

　　1．教材分析

　　本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。

　　1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。

　　1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。

　　1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。

　　1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的'理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

　　1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。

　　1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

　　1.7 SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。

　　1.8 LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

　　2. 教材重组

　　2.1 听力：Using language中的Listening, Workbook中的Listening和Listening Task这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。

　　2.2 口语：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。

　　2.3 精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。

　　2.4 泛读：把Using Language中的Reading和Workbook中的Reading Task整合为一节拓展学生视野的泛读课。

　　2.5 语言学习：深入处理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重点学习Discovering useful structures中“-ing (现在分词)”在句中做定语和状语的用法。

　　2.6 语言运用：处理Using Language中的Reading and Writing和Workbook中的Writing Task。指导学生写一篇有关“The Body Language I Know”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。

　　3．课型设计与课时分配

　　1st period Speaking

　　2nd period Reading (I)

　　3rd period Reading（II）

　　4th period Language Study

　　5th period Listening

　　6th period Writing

　　Ⅳ．分课时教案

　　The First Period Speaking

　　Teaching goals 教学目标

　　1. Target Language目标语言

　　a. 重点词汇和短语

　　misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

　　b. 重点句型或交际用语

　　Act out the following meanings, please.

　　Please guess what I mean.

　　Please show the actions, using body language.

　　Now it is your turn to show the action / gesture.

　　Please use either spoken words or body language to express your ideas.

　　Please use both spoken words and body language to express your ideas.

　　2. Ability goals能力目标

　　a. Enable the students to understand what a certain gesture of the body language means in a given situation.

　　b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

　　c. Enable the students to express with the target language the meanings given in body language.

　　3. Learning ability goals 学能目标

　　a. Help the students learn how to express themselves in body language when needed.

　　b. Help the students understand others when body language is being used.

　　Teaching important points教学重点

　　a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

　　b. Teach the students how to use body language in the most appropriate occasions.

　　Teaching difficult points 教学难点

　　a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

　　b. Let the students know that there is both positive body language and negative body language.

　　Teaching methods教学方法

　　a. Individual work, pair work and group work.

　　b. Acting out by imitation, mime or with gestures and body movement.

　　Teaching aids教具准备

　　A computer, a projector and some pictures.

　　Teaching procedures & ways教学过程与方式

　　Step I Lead-in

　　The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.

　　Ss: Yes, Thousands of Hands Kwan-yin.

　　T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

　　Step II Introduction

　　T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

　　Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

　　Shake your head / arm / hand ...

　　Wave your arm / hand ...

　　Open your eyes / arms /mouth ...

　　Close your eyes / mouth ...

　　Twist your wrist / waist.

　　Cross your arms / fingers.

　　Nod your head. Bow your head.

　　Make a face to each other.

　　Bend / cry / shout / scream / smile / laugh ...

　　T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

　　3 or 5 minutes for the game.

　　T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

　　Gesture Action Meaning

　　A handshake You are welcome.

　　A clap of hand Come on; be cheerful.

　　A V-shape of the fore-finger and middle finger May you succeed!

　　Or congratulations on your success!

　　A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

　　A wrinkling of the brow in thought or displeasure or a scowl She is worried.

　　Tears coming out of his eyes. He is very sad.

　　All smiles on her face She is very happy.

　　Waving their hands They are waving goodbye to people around.

　　A hand stretched out forward with strength He is stopping a tank.

　　People jump with their both hands stretched open in the air. They are cheering for the victory.

　　T: What are the actions of the above gestures? What do they mean?

　　S4: The first gesture is a handshake, which means “You’re welcome”.

　　S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

　　S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

　　S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

　　S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

　　S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

　　S10: The seventh is a smiling face. It is easy to see that she is very happy.

　　S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

　　S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

　　S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

　　T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

　　Step Ⅲ Practice

　　T: Look at Page 25.

　　What are these people communicating?

　　Step Ⅳ Time for Fun

　　T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

　　Ss: Yes. That’s funny!

　　T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

　　Ss: All right.

　　S1: What are you likely to do if it rains?

　　(Actions) S2: reads a book;

　　S3: puts on a raincoat;

　　S4: cleans the house.

　　S1: Ok. I think S3 seems the most likely, so it is his turn.

　　S3: What are you likely to do if the river floods?

　　(Actions) S1: runs away as fast as he can;

　　S2: helps the younger or elder to escape as soon as possible;

　　S4: climbs on to a tree.

　　S3: Ok. I think S2 seems the most likely, so it is her turn.

　　S2: What are you likely to do if the house catches fire?